3. Will my child be concerned about working outside the classroom?

Children leave the classroom for group or individual work for a range of reasons, so there is no stigma attached to being withdrawn from the class. Most children positively enjoy the groups and are envied by their classmates!

However, we liaise closely with the class teachers to make sure children do not regularly miss whole class input or PE sessions, for example.

2. How will the school support my child’s learning?

Class teachers plan lessons taking into account each child’s prior learning. If extra support is needed beyond this, the class teacher may talk to the Senco and a more personalised programme of support may be introduced. This could involve extra small group work, one-to-one support or the provision of extra resources such as visual prompts or timetables.

The schools will make all reasonable adjustments to ensure that all pupils can access the full range of opportunities within the curriculum. You may be given a “provision map” to show which extra provision your child is receiving. You can discuss this with the class teachers or with the SENCOs at any time, but particularly at parent consultation meetings which usually take place in both schools during November and March.

At both schools we respond to the current cohort’s needs, so the range of extra provisions will change. Currently the following are timetabled in both schools:

  • Jump Ahead – to develop children’s fine and gross motor skills, balance and coordination.
  • Speechlink – to develop children’s speech production.
  • Language Groups – to develop children’s use and understanding of language.

1. What should I do if I think my child may have additional needs?

If a child has additional needs which have been identified before they start at the schools, we will work with the people who already know them to find out how we can best support the pupil. Extra transition sessions and meetings may be planned so that staff at the schools can support your child appropriately.

Observations and assessments of all pupils’ learning needs are discussed at regular “Pupil Progress” meetings. Extra in-class support may be timetabled for some pupils, but if teachers feel more support is needed for a particular child, extra support may also be planned.

If you have any concerns about your child’s progress, you are welcome to discuss these with your child’s class teacher at a mutually convenient time.

We have a Special Educational Needs Coordinator (SENCO) who meets with our SEN governors on a regular basis to discuss SEN and inclusion issues.